Assessment One: Personal Media use and Production Diary

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Figure 1 - Personal Media Use and Production Diary logged over 10 days

                                                                                               Figure 2 (below) -
                                                                                                Daily Internet Usage graph using data from survey

I was shocked when I reviewed the results of my media use and production. I had no idea just how much of my day is spent purely on media related activities. I spend literally twice as much time on the Internet per day as I initially thought; using Facebook, studying/researching, viewing online news, and general web browsing (see Figure 1). My daily average of  around 6 hours on the Internet is also twice the class average. However, I imagine a lot of people did not realise just how much time they spend daily on the Internet before completing a media use diary; this made me question the accuracy of the results gathered from the survey. 

The fact that I can spend a whole quarter of my day on the Internet, and still achieve everything I need to, shows that the Internet really has become an integral and almost essential part of my daily life. I suspect this is a widely occurring and growing trend. Personally, I do all of my study, and a whole lot of my daily socialising, through the Internet; it is easier and quicker - it caters to the increasingly popular demand for convenience in communication.

Figure 3 (below) - Shows the percentage of students who answered 'yes' to having one of the following -

A popular trend throughout all personal and class results was the use of Facebook. I can't say I know a single person who doesn't have Facebook. Survey results show Facebooking is the most popular type of social networking engaged in by students taking this class, with 94.7% taking part. Only around 30% make use of Twitter, or any other blogging sites (see Figure 3). Perhaps the efficient design and many useful associated functions are what have helped boost Facebook to the popularity it has achieved today. It has become one of the quickest and easiest ways to get in contact with people, as it makes communication convenient and portable; 91.9% of students spend most of their online time on Facebook, and 95.4% make use of the Facebook app on the go with their smart phone. I believe one problem with the growing popularity of Facebook and social networking sites alike, is that future generations may grow up lacking of interpersonal skills because all communicating can be done online. The popularity of sites like Facebook also reflects the world's demand for instant and globally-spanning communication platforms.

Figure 4 (below) - Shows smart phone apps most commonly used by students of JOUR1111.

A conclusion I can draw from my results is that I definitely 'use' media, more than I 'produce' it. My only media production is done through Instagram - the rest of my time is spent simply using media to communicate, learn or be entertained. To me, this says I am more interested in using and investigating communications, rather than engaging in journalistic/production activities as such; at least currently. The art of communication, and how it evolves to fit across every platform, fascinates and intrigues me. I partake in journalism through what I publish on Facebook, however my lack of participation in twitter and blog communities will have to be rectified if I am to continue in this industry; a viral presence through these types of networks is vital to the survival of any great communicator/journalist. It is important to create texts; to instigate and engage in discussions about important issues, and to be involved in the rapidly evolving digital world as much as possible in this field of work.